gesturingand manipulations: primary skills that aid attaining...

Gesturing and Manipulations: Primary Skills that Aid Attaining Secondary STEM Skills

Juan Cristóbal Castro‐Alonso1, Paul Ayres2, and Fred Paas3,4

1 Center for Advanced Research in Education, Institute of Education, Universidad de Chile, Santiago, Chile

2 School of Education, University of New South Wales, Sydney, Australia3 Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands.

4 Early Start/School of Education, University of Wollongong, Wollongong, Australia

Fondecyt 11180255PIA – Basal FB000318th Biennial EARLI Conference

Aachen, Germany, 12‐16 August 2019

Secondary versus primary skills

Primary skills: Human hand actions

Gesturing for STEM education Doing versus observing the gestures

Object manipulation for STEM educationDoing versus observing the manipulationsConcrete versus abstract manipulatives

Effectiveness of doing versus observing

Rationale for the hand action primary skillsDoing the gesturing or manipulationDoing or observing the gesturing or manipulation

Implications and future directions

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Outline

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Secondary versus Primary Skills 1

1. Geary, D. C. (2008). An evolutionarily informed education science. Educational Psychologist, 43(4), 179‐195. doi: 10.1080/00461520802392133

2. Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27‐45. doi: 10.1007/s10648‐011‐9179‐2

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Primary Skills: Human Hand Actions 1

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1. Castro‐Alonso, J. C., Paas, F., & Ginns, P. (2019). Embodied cognition, science education, and visuospatial processing. In J. C. Castro‐Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 175‐205). Cham, Switzerland: Springer. doi: 10.1007/978‐3‐030‐20969‐8_7

2. Ping, R. M., & Goldin‐Meadow, S. (2010). Gesturing saves cognitive resources when talking about nonpresentobjects. Cognitive Science, 34(4), 602‐619. doi: 10.1111/j.1551‐6709.2010.01102.x

3. Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25(2), 339‐347. doi: 10.1016/j.chb.2008.12.012

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Gesturing for STEM Education

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Positive effects for gesturesDoing the gestures 1

1. Tang, M., Ginns, P., & Jacobson, M. J. (2019). Tracing enhances recall and transfer of knowledge of the water cycle. Educational Psychology Review, 31(2), 439‐455. doi: 10.1007/s10648‐019‐09466‐4

2. Pi, Z., Zhang, Y., Zhu, F., Xu, K., Yang, J., & Hu, W. (2019). Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128, 345‐352. doi: 10.1016/j.compedu.2018.10.006

Observing others doing the gestures 2

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Object Manipulation for STEM Education

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Positive effects for object manipulationsDoing the manipulations 1

Observing others doing the manipulations 2

Concrete versus abstract manipulativesConcreteness fading 3

1. Stull, A. T., & Hegarty, M. (2016). Model manipulation and learning: Fostering representational competence with virtual and concrete models. Journal of Educational Psychology, 108(4), 509‐527. doi: 10.1037/edu0000077

2. Castro‐Alonso, J. C., Ayres, P., & Paas, F. (2015). Animations showing Lego manipulative tasks: Three potential moderators of effectiveness. Computers & Education, 85, 1‐13. doi: 10.1016/j.compedu.2014.12.022

3. Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. Educational Psychology Review, 26(1), 9‐25. doi: 10.1007/s10648‐014‐9249‐3

Effectiveness of Doing versus Observing

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1. Stieff, M., Lira, M. E., & Scopelitis, S. A. (2016). Gesture supports spatial thinking in STEM. Cognition and Instruction, 34(2), 80‐99. doi: 10.1080/07370008.2016.1145122

2. Stull, A. T., Gainer, M. J., & Hegarty, M. (2018). Learning by enacting: The role of embodiment in chemistry education. Learning and Instruction, 55, 80‐92. doi: 10.1016/j.learninstruc.2017.09.008

Gesturing 1

Object manipulation 2

Rationale for the Hand Action Primary Skills 1

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2. Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676‐688. doi: 10.1016/j.tics.2016.07.002

3. Fiorella, L., & Zhang, Q. (2018). Drawing boundary conditions for learning by drawing. Educational Psychology Review, 30(3), 1115‐1137. doi: 10.1007/s10648‐018‐9444‐8

4. Fenesi, B., Lucibello, K., Kim, J. A., & Heisz, J. J. (2018). Sweat so you don’t forget: Exercise breaks during a university lecture increase on‐task attention and learning. Journal of Applied Research in Memory and Cognition, 7(2), 261‐269. doi: 10.1016/j.jarmac.2018.01.012

Doing the gesturing or manipulation Offloaded cognition 2Generative learning 3Physical activity 4

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2. Nairne, J. S., VanArsdall, J. E., Pandeirada, J. N. S., & Blunt, J. R. (2012). Adaptive memory: Enhanced location memory after survival processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(2), 495‐501. doi: 10.1037/a0025728

3. Stull, A. T., Fiorella, L., Gainer, M. J., & Mayer, R. E. (2018). Using transparent whiteboards to boost learning from online STEM lectures. Computers & Education, 120, 146‐159. doi: 10.1016/j.compedu.2018.02.005

4. Pi, Z., Hong, J., & Yang, J. (2017). Effects of the instructor's pointing gestures on learning performance in video lectures. British Journal of Educational Technology, 48(4), 1020‐1029. doi: 10.1111/bjet.12471

Doing or observing the gesturing or manipulation Survival cognition 2Social cognition 3Signaling 4

Rationale for the Hand Action Primary Skills 1

Implications and Future Directions

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Gesturing and object manipulations are effective primary skillsAid attaining secondary (STEM) skills

These hand actions are more effective when doing than when only observing

Doing and not observing?

Six research perspectives can inspire future research

Other variables are involvedVisuospatial processing 1, 2


2. Castro‐Alonso, J. C., & Uttal, D. H. (2019). Science education and visuospatial processing. In J. C. Castro‐Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 53‐79). Cham, Switzerland: Springer. doi: 10.1007/978‐3‐030‐20969‐8_3

Visuospatial Processing Tests 1

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Mental Rotations Test

Object Location Memory Test

1. Castro‐Alonso, J. C., Ayres, P., & Paas, F. (2019). VAR: A battery of computer‐based instruments to measure visuospatial processing. In J. C. Castro‐Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 207‐229). Cham, Switzerland: Springer. doi: 10.1007/978‐3‐030‐20969‐8_8

2. Castro‐Alonso, J. C., Ayres, P., Wong, M., & Paas, F. (2019). Visuospatial tests and multimedia learning: The importance of employing relevant instruments. In S. Tindall‐Ford, S. Agostinho & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 89‐99). London, UK: Routledge. doi: 10.4324/9780429283895‐8

Castro‐Alonso, J. C. (Ed.). (2019). Visuospatial processing for education in health and natural sciences. Cham, Switzerland: Springer. doi: 10.1007/978‐3‐030‐20969‐8

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www.drcriscastro.com

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